ABSTRACT

The Master of Education program at Wilfrid Laurier University requires students to meet four goals to demonstrate his or her competency as a master of the discipline.  This narrative discusses those four goals and offers specific artifacts that align with the objectives of these goals.  To begin the journey, goal one requires a foundational understanding of the theory behind pedagogical practices which is shown through an understanding of Louise Rosenblatt’s transactional theory.  Goal two encourages the dissemination of education-related research which was achieved by integrating technology into the classroom and sharing these successes at a conference. Goal three involves using an advanced understanding of theory to meet the needs of learners and is highlighted through the use of collaboration and inquiry during novel study in a high school classroom.  Lastly, goal four expects the Master of Education student to meet social, personal and community responsibilities to showcase his or her advanced knowledge in the field; which connects directly with the use of Restorative Practices (RP) in the classroom and through my Master’s Class in EU598: Capstone course.  Through various artifacts, this narrative showcases the Master of Education objectives and the impact that these learning goals have had on my professional growth as an educator.